Many engineering schools are proactively responding to the challenges of globalization,
including by enhancing their international profiles and developing global educational programs
and initiatives. Some schools are placing particular emphasis on preparing engineers for practice
in dynamic, global workplaces. Yet what abilities and qualities define the globally competent
engineer, and what types of experiences help support attainment of such attributes? This paper
reports on the results of a survey of undergraduate and graduate students at Purdue University
(n=231) that was designed to elicit: a) perceptions of desirable qualities and abilities for global
engineers, b) self-evaluation of abilities in each of the identified areas, and c) awareness of
possible pathways for enhancing one’s own competence in each of the identified areas. The
survey instrument is unique in that it presents students with a realistic global engineering
scenario, and then prompts them to pick the specific abilities and qualities they think would be
most essential for completing the described assignment. The list of 15 attributes presented to
respondents is focused on the professional and global dimensions of engineering practice, and is
based on relevant attributes from Purdue University’s Engineer of 2020 initiative. In addition to
presenting aggregate results from the survey, we use demographic data to discuss some
similarities and differences across different sub-populations. We conclude with a discussion of
ongoing and future work, including similar surveys planned for faculty and industry populations.

Introduction

Many universities are encouraging global awareness, education, and citizenship among students
and staff, including through cross-national research collaborations, partnerships with foreign
institutions, study abroad programs, recruitment of international students and teaching staff,
distance education initiatives, and international conferences and workshops.1,2 In addition, many
influential stakeholders have been urging universities to cultivate a new generation of “global
engineers” who are prepared to practice effectively in an increasingly diverse, interconnected,
and rapidly changing world.3,4,5,6 ABET’s EC2000 accreditation criteria, established in 1997,
lends further support to this movement by requiring that graduates “understand the impact of
engineering solutions in a global and societal context.”7

Schools like Purdue University are now embracing this global agenda. For example, specific
objectives noted in the university’s latest strategic plan include: “expand[ing] pathways to global
education,” “developing successful global citizens and leaders,” “prepar[ing] graduates for a
dynamic global workplace,” and “graduating students with global credentials.”8 The plan also
calls for increasing student participation in “transformational learning opportunities,” including
those with global dimensions. Purdue’s College of Engineering has similarly indicated that
producing “graduates [who are] effective in global context” is one of its three strategic goals for